{"id":194,"date":"2017-12-03T10:00:05","date_gmt":"2017-12-03T18:00:05","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0030\/?p=194"},"modified":"2017-12-03T10:01:03","modified_gmt":"2017-12-03T18:01:03","slug":"design-thinking-and-student-engagement","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0030\/design-thinking-and-student-engagement\/","title":{"rendered":"524 – Assignment 1: Design Thinking and Student Engagement"},"content":{"rendered":"

Post by Dugg Steary<\/a> and Todd Pezer<\/span><\/p>\n

Design thinking is a human-centred iterative process utilized to gain empathy for the view of others to a complex problem. \u00a0This process is employed prior to the search for solutions to best ensure extraordinary results. \u00a0Design thinking has been successfully applied by organizations to improve products, services, processes, or education. \u00a0Our team utilized the learning tools and design thinking process from Stanford University d.school (Stanford, 2016) to investigate common challenges within our respective organizations and to develop a prototype solution that would be useful and meaningful for each team member.<\/span><\/p>\n

Point-of-view<\/b><\/p>\n

Our team consisted of a pilot educator from within the airline industry and a paramedic educator from a community college. \u00a0Despite varied competency-based objectives and standards within each organization, both educators identified common challenges during the early stages of the design thinking process.<\/span><\/p>\n

Two challenges resonated with each educator in both organizations. \u00a0Specifically, is the learning material being delivered to students sufficiently relevant and enticing to maintain their interest, and to what level are students engaged with the artefacts or education resources? \u00a0After addressing these key components, our team hopes to have a better understanding of the student level of engagement and will then repeat the design thinking process to develop solutions for improvement.<\/span><\/p>\n

Prototype Solution<\/b><\/p>\n

For each delivery model within the respective organizations, including online, blended, and in-class modalities, our team has speculated that a disconnect exists between student engagement and the educator\u2019s perspective on the students\u2019 level of engagement.<\/span><\/p>\n

To identify the level of student engagement, the team will develop a multiple-item Likert formative and summative scale assessment (Gliem, 2003) and incorporate this assessment within, and at the conclusion of, each learning module. \u00a0This assessment will be embedded within the learning materials, for example, Captivate, Blackboard, Moodle, or other LMS module. \u00a0This assessment will be a mandatory completion element by the student before proceeding through larger modules and at the conclusion of each learning module. \u00a0Educator perspectives on student engagement within the module will be measured using a similar assessment tool.<\/span><\/p>\n

A combination report consisting of a negotiated score determined by both the educator and student assessments will be generated for each learning module. \u00a0It is anticipated that these reports will provide valuable insight into the level of student engagement in comparison to the educator\u2019s perspective of engagement. \u00a0Additionally, it is proposed that trends of engagement patterns will be gleaned from the in-situ assessments. \u00a0Specifically, it is anticipated that patterns will emerge outlining the type and quality of materials that showed increased student engagement during the learning module.<\/span><\/p>\n

Possible Challenges<\/b><\/p>\n

Our team identified that level of engagement was the first step in a larger initiative. \u00a0Once the initial findings are assessed, our team plans to expand the prototype to identify the level of engagement with identified individual students and compare this with other education metrics including attendance, test scores, competency attainment, etc. \u00a0Additional one-on-one interviews related to students\u2019 level of engagement within learning modules is anticipated to be beneficial, but is not within the scope of this prototype.<\/span><\/p>\n

 <\/p>\n

Our team identified that the timely collection and distribution of the combination report will allow educators to self-reflect and adapt subsequent learning modules to improve student engagement. \u00a0Providing training to improve student engagement would be beneficial for educators within each organization. \u00a0Comprehensive training on the use of formative and summative assessments would need to be provided for each educator and student to ensure compliance and accuracy of completion.<\/span><\/p>\n

Thank you for reviewing our design thinking process summary. \u00a0We look forward to your feedback and insight.<\/span><\/p>\n

References<\/b><\/p>\n

Gliem, J. A., & Gliem, R. R. (2003). Calculating, Interpreting, and Reporting Cronbach\u2019s Alpha Reliability Coefficient for Likert-Type Scales. In <\/span>Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education,<\/span><\/i> (pp. 1\u201388). Columbus, OH. Retrieved from <\/span>https:\/\/scholarworks.iupui.edu\/<\/span><\/a><\/p>\n

 <\/p>\n

Mattelm\u00e4ki, T., Vaajakallio, K., & Koskinen, I. (2014). What Happened to Empathic Design? <\/span>Design Issues, 30<\/span><\/i>(1), 67\u201377. Retrieved from <\/span>http:\/\/10.0.4.138\/DESI_a_00249<\/span><\/a><\/p>\n

Stanford University Institute of Design. (2016). <\/span>A virtual crash course in design thinking. <\/span><\/i>Retrieved from <\/span>http:\/\/dschool.stanford.edu\/dgift\/<\/span><\/a><\/p>\n

 <\/p>\n

Stanford University Institute of Design. (2016). <\/span>The Virtual Crash Course Playbook. <\/span><\/i>Retrieved from <\/span>http:\/\/dschool.stanford.edu\/dgift\/<\/span><\/a><\/p>\n

Tran, N. (2016). <\/span>Design Thinking Playbook<\/span><\/i>. \u00a0Retrieved from https:\/\/dschool.stanford.edu\/resources\/design-thinking-playbook-from-design-tech-high-school<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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